1. De-Statusing Leadership: from Fordism to flexible production to networks Deane Neubauer Professor Emeritus, University of Hawaii, Manoa Senior Advisor, East West Center

2. The industrial model of leadership--Fordism – Top-down decision making – Rigid roles – Assembly line production – One size fits all—for products and for work roles – Large inventories and vertical integration

3. Flexible Production Reduced inventories Rapid product turns New shop floor production models Team production Shop floor feedback Management theories that derive from this, e.g. Peters Management by Walking Around

4. The Network Model of Production Derived from IT companies Primacy of “the idea” Google model of open communication The company as a learning community When information is valued, the source of the information is de-statused; the leader is a member of the learning community

5. De-statusing, generation models, and learning diversity Implications of De-statusing: – Focus emphasis on outcomes rather than statuses – Reward outcomes – Change incentive structure to promote positive change

6. De-statusing, generation theory, learning diversity Generation Models: – The silent generation – The veteran generation – The baby boomer generation – The X’ers – Millennial kids

7. Differential Intelligence Models Howard Gardner: – Linguistic intelligence (“word smart”) – Logical-mathematical intelligence (“number/reasoning smart”) – Spatial intelligence (“picture smart”) – Bodily-Kinestetic intelligence (“body smart” – Musical intelligence (“music smart”) – Interpersonal intelligence (“people smart” – Intrapersonal intelligence (“self smart” – Naturalistic intelligence (“nature smart”)

8. Multiple Intelligences—David Kolb Body/Kinesthetic intelligence Interpersonal intelligence Logical mathematical intelligence Musical/rhythmic intelligence Verbal/Linguistic intelligence Visual/Spatial intelligence

9. Kolb’s Learning Style Categories: Diverging Diverging (feeling and watching - CE/RO) – able to look at things from different perspectives- sensitive. – prefer to watch rather than do, tending to gather information and use imagination to solve problems. – best at viewing concrete situations from several different viewpoints. – perform better in situations that require ideas-generation, for example, brainstorming. – have broad cultural interests – like to gather information.interested in people, tend to be imaginative and emotional, and strong in the arts – prefer to work in groups, to listen with an open mind and to receive personal feedback.

10. Assimilating (watching and thinking-- AC/RO) Learning preference a concise, logical approach. Ideas and concepts important than people. Require good clear explanation rather than practical opportunity. Excel at understanding wide-ranging information and organizing in clear logical format. Less focused on people and more interested in ideas and abstract concepts. More attracted to logically sound theories than approaches based on practical value. Effective in information and science careers. In formal learning situations prefer readings, lectures, exploring analytical models, and having time to think things through.

11. Converging (doing and thinking - AC/AE) Problem-solvers--will use learning to find solutions to practical issues. Prefer technical tasks, less concerned with people and interpersonal aspects. Best at finding practical uses for ideas and theories. Can solve problems and make decisions by finding solutions to questions and problems. Attracted to technical tasks and problems rather than social or interpersonal issues. Enables specialist and technology abilities. Like to experiment with new ideas, to simulate, and to work with practical applications.

12. Accommodating (doing and feeling - CE/AE) Style 'hands-on', relies on intuition rather than logic. Use other people's analysis-prefer to take a practical, experiential approach. Attracted to new challenges and experiences, and to carrying out plans. Commonly act on 'gut' instinct rather than logical analysis. Tend to rely on others for information rather than carry out own analysis. Prevalent and useful in roles requiring action and initiative. Prefer to work in teams to complete tasks. Set targets and actively work in the field trying different ways to achieve an objective.

13. Implications for Organizations and Education People learn at different rates and in different ways How people learn affects how they operate within the organization Shift from stipulation (telling how) to inquiry (asking how) The importance of listening and acknowledgment From fixity to flexibility Team complementarities Tolerance for and rewarding ambiguity